Memory and Instructional Strategies
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How does understanding how memory works impact instructional strategies? Give an example of how sensory memory can be used in the classroom. Provide examples of instruction that require the use of short-term and long-term memory. How can you aid memorization during instruction? What works best for you when required to commit facts to memory?
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The following posting discusses memory and instructional strategies in the classroom.
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There are three parts to this question. What I would like you to be aware of is that this question is asking you to apply what you know about memory to a real life scenario.
With that being said, let's discuss memory:
As you may know, psychology believes that the information processing model is how the brain encodes, stores, and retrieves information.
Initially, a stimulus comes into the mind from the environment. This stimulus usually comes in the form of sensory input, meaning hearing, seeing, tasting, touching etc. This is known as the sensory stage of memory in the information processing model.
Sensory information is then encoded and sent over to short term memory.
Short term memory holds onto this information and processes, analyzes, differentiates, essentially decides what type of information it is and then sends the information on.
Short term memory is named short term because the information is only there shortly. Textbooks say that short term memory only holds information for up to 30 seconds; the short term memory can only hold information that contains five to nine items, subjects, topics, sensations etc.
There are a few things that occur in short term memory: 1) the information is 'chunked' or ...
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